Master of Education (Innovation and Change)

A PERSONAL ONLINE EXPERIENCE

"I have definitely increased my knowledge and self-confidence. I have never done a higher education course before and I now know I have the confidence to achieve this and apply the knowledge in my role."

Mel O'Brien | Graduate

Become the Master of learning differences in contemporary education

The Master of Education (Innovation & Change) provides an opportunity for those who are interested in identifying methods of improving educational outcomes to develop advanced technical skills and knowledge that they can apply to extend their professional practice.

This Master offers an opportunity to explore a range of contemporary innovations and also maintains a clear focus on developing critical capacities to analyse and critique approaches identified by others as innovative. The potential to engage with teachers using a cohort model is a unique aspect of this course and has potential to generate transformational practice at the individual, department and whole-of-school level.

Graduates can progress to further postgraduate studies in related fields of education and/or PhD studies. This qualification is also well-suited for those currently in or aspiring to leadership roles within schools who wish to extend their knowledge and practice within the specific field of innovation and change management (for example, heads of department, lead teachers, assistant principals/principals).

N.B. This is not an accredited Australian Initial Teacher Education course and therefore does not qualify the student to teach in Australia.

QUALIFICATION CODE

MEDIC16

Key Study Outcomes:

High level cognitive skills to investigate, analyse, synthesise and extend knowledge to identify and provide innovative solutions
Engage in ethical and accountable educational practice
Demonstrate mastery research skills, design thinking processes and evaluation methodology
Strong communication and interpersonal skills to justify and interpret complex educational problems
Ability to critically analysis and interpret data to make and justify decisions for change and transformation

About the School

This course is delivered by Torrens University Australia Ltd, ABN 99 154 937 005, RTO 41343, CRICOS 03389E.

Course Delivery

How can I study?

On Campus

Not Available

Online Learning

Full time: 3 trimesters
Part time: Options available

Where can I study?

Study on campus....

On campus study not available.

... or online

Wherever you are
Learn more about online study

Admissions Criteria

General Admissions Criteria

Applicants must have completed four years of formal teacher education from an Australian institution or a recognised equivalent qualification.

For those without formal teacher training, a Graduate Certificate of Education from TUA (or another institution if deemed equivalent).

Additional Entry Requirements

Students must have access to an education setting across the course of their studies, and would ideally be engaged in an education-related role.

English Language Admissions Criteria

To gain entry into a course at Torrens University Australia, international applicants must satisfy the University’s English Language Requirements

Contact a Course and Career Advisor for more information on the course entry criteria.

Approved English tests include:

Equivalent IELTS 6.5 (Academic) with no skills band less than 6.0

General Admissions Criteria

No valid link provided

Start Dates

2019

Trimester	Start	Census	Finish	Breaks
2019 - Trimester 1	25 Feb	15 Mar	19 May	20 May – 9 June
2019 - Trimester 2	10 Jun	28 Jun	1 Sep	2 Sep – 15 Sep
2019 - Trimester 3	16 Sep	4 Oct	8 Dec	16 Dec – 5 Jan

Fees & Financial Assistance

Fees

Download one of our course fee PDFs to see indicative costs.

Domestic Course Fees International Course Fees

Scholarships

Torrens offers limited number of Scholarships each trimester, ask a Course and Careers Advisor if you’re eligible.

* Torrens reserves the right to increase fees by up to 10% in each calendar year to cover increases in the cost of course delivery. The total course cost will depend on the duration of the course and whether a student studies full time or part time.

International Students

This course is not available to international students.

Can’t find what you’re looking for? Contact a Course Advisor

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Workload and Assessment

No. of timetabled hours per week:

It is expected that each subject, whether studied online or on-campus, will involve a combined total of 120 hours of structured and self-directed learning, which equates to approximately 10 hours a week for subjects over 12-week trimesters.

Typical assessment includes:

Assessments within the Master of Education (Innovation and Change) vary in submission outcome, including (but not limited to):

Reflective journal/Blog

Portfolio

Report/Essay

Presentation/Pitch

Research

Collaboration/Facilitation of discussion

Negotiated tasks

Scenario responses

Problem based tasks

EMP604 Education Major Project B

Education Major Project B requires students to engage in an innovation/change or research project previously planned to demonstrate competence in the implementation of innovation/change or research processes. There is also a focus in the subject on the interpretation and presentation of the findings of the project, and the implications of such work for future practice.

Prerequisite: EMP603

EMP603 Education Major Project A

The Education Major Project provides students with an opportunity to plan and carry out an innovation/change or research project over two trimesters. Project A introduces and explores methodology and encourages critical and systematic reflection on your professional context. Students design an innovation/change or research project around an issue or problem related to their current context. This project enables students to draw on previous coursework and apply theories, concepts and practices to improve an identified aspect of their context.

Prerequisite: ACP601; MHP601; ICP601

Understanding and interpreting Education data

Data can be useful to inform change but it is also open to misuse and misinterpretation. Most large national and international education databases such as OECD, PISA, NAPLAN, TIMMS are accessible to all educators but require specific skills to analyse and interpret. In this subject students will critically explore and interpret International and national education. Politicians and education leaders often rely on such large datasets to inform policy decisions, change and practice, thus it is extremely important for educators to be able to critically interrogate and interpret large datasets to inform any decisions and interventions.

Professional Learning Project

This subject provides students with an opportunity to plan and carry out a small-scale, self-study project within one trimester of study. Students will design a project around an issue or problem relating to their current professional practice, and implement this project with a focus on achieving positive change in their own practice. In designing and implementing their projects, students will draw on their learning across all other subjects within this program, linking theory to practice and applying their understandings relating to processes and technologies that support innovation in education.

Prerequisites: DTE401, IED402, TED403

Innovation for Education

In this subject students will analyse a variety of examples of innovative educational practice (including, for example, practices relating to the support of students with additional educational needs), critically examine the meaning of innovation and debate whether innovation can be quantified and measured. Students will be supported to identify problems/issues within education practice and will utilise tools and thinking processes designed to assist in the generation of innovative solutions. Finally, students will explore evaluation methodology as a means of analysing innovation outcomes relevant to their professional context in a systematic way.

Design Thinking for Education

Design thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, considering those who have a stake in these problems/issues, and designing a range of possible solutions that are then tested and refined in practice. In this subject, students will explore the concepts and processes of design thinking, including the origins of design thinking and its use across a range of disciplines and contexts. Following these general processes, students will then engage in a design thinking process to identify and address an issue within their own professional context. Through this design thinking process, students will engage in reflection and analysis of their professional skills, knowledge, and judgement, and ultimately arrive at an advanced understanding of their roles as innovators and leaders in education.

Technology and Education

This subject challenges students to engage with a diverse range of educational technologies, with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.

Becoming a High Achieving Professional Educator

Research indicates that excellence in teaching is the single most powerful influence on student achievement. In this subject, students explore what it means to be a high achieving professional educator in today’s diverse and changing educational landscape. Students will critically examine the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers at the lead teacher career stage. This assists them in developing a deeper understanding of their content area and articulating why their selected teaching practices and strategies are important in shaping learning in ways that are meaningful and valuable to diverse learners. The subject also assists students in articulating why they are expert pedagogues able to make appropriate professional judgments that successfully shape the manner in which they teach and respond to their students’ learning.

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